Hear here: Children with hearing loss learn words by listening

Lew, Joyce; Purcell, Alison; Doble, Maree; Lim, Liangzhong

doi:10.1016/j.ijporl.2014.07.029

Cited by 15 publications

(10 citation statements)

References 58 publications

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“…The current research will provide critical new information about how visual speech contributes to phonological priming in CHI. Such data could have clinical implications for current intervention programs that emphasize listening in the auditory mode only as the optimal approach for developing spoken language (e.g., Lew et al 2014). …”

Section: Recapitulationmentioning

confidence: 99%

Phonological Priming in Children with Hearing Loss: Effect of Speech Mode, Fidelity, and Lexical Status

et al. 2016

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Objectives Our research determined 1) how phonological priming of picture naming was affected by the mode (auditory-visual [AV] vs auditory), fidelity (intact vs non-intact auditory onsets), and lexical status (words vs nonwords) of speech stimuli in children with prelingual sensorineural hearing impairment (CHI) vs. children with normal hearing (CNH); and 2) how the degree of hearing impairment (HI), auditory word recognition, and age influenced results in CHI. Note that some of our AV stimuli were not the traditional bimodal input but instead they consisted of an intact consonant/rhyme in the visual track coupled to a non-intact onset/rhyme in the auditory track. Example stimuli for the word bag are: 1) AV: intact visual (b/ag) coupled to non-intact auditory (−b/ag) and 2) Auditory: static face coupled to the same non-intact auditory (−b/ag). Our question was whether the intact visual speech would “restore or fill-in” the non-intact auditory speech in which case performance for the same auditory stimulus would differ depending upon the presence/absence of visual speech. Design Participants were 62 CHI and 62 CNH whose ages had a group-mean and -distribution akin to that in the CHI group. Ages ranged from 4 to 14 years. All participants met the following criteria: 1) spoke English as a native language, 2) communicated successfully aurally/orally, and 3) had no diagnosed or suspected disabilities other than HI and its accompanying verbal problems. The phonological priming of picture naming was assessed with the multi-modal picture word task. Results Both CHI and CNH showed greater phonological priming from high than low fidelity stimuli and from AV than auditory speech. These overall fidelity and mode effects did not differ in the CHI vs. CNH—thus these CHI appeared to have sufficiently well specified phonological onset representations to support priming and visual speech did not appear to be a disproportionately important source of the CHI’s phonological knowledge. Two exceptions occurred, however. First—with regard to lexical status—both the CHI and CNH showed significantly greater phonological priming from the nonwords than words, a pattern consistent with the prediction that children are more aware of phonetics-phonology content for nonwords. This overall pattern of similarity between the groups was qualified by the finding that CHI showed more nearly equal priming by the high vs. low fidelity nonwords than the CNH; in other words, the CHI were less affected by the fidelity of the auditory input for nonwords. Second, auditory word recognition—but not degree of HI or age—uniquely influenced phonological priming by the nonwords presented AV. Conclusions With minor exceptions, phonological priming in CHI and CNH showed more similarities than differences. Importantly, we documented that the addition of visual speech significantly increased phonological priming in both groups. Clinically these data support intervention programs that view visual speech as a powerful asset for developing spoken language in C...

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Section: Recapitulationmentioning

confidence: 99%

Phonological Priming in Children with Hearing Loss: Effect of Speech Mode, Fidelity, and Lexical Status

et al. 2016

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“…Some conclusions can be drawn in the analysis of the articles selected in the last phase of this review study, regarding the effectiveness of verbal repertoire teaching methods for the deaf population and users of CI: I) The importance of individualized teaching (computerized or not), based on discrete trials, with explicit learning criteria and repeating/correction opportunities in case of wrong answers 17,18,[20][21][22][23]32 ;…”

Section: Publication Target Procedures Participants Resultsmentioning

confidence: 99%

“…II) The importance of interventions centered on the participant's responses, in opposition to other teaching methods based on incidental learning 23,25 ; and III) The possibility of learning repertoires not taught directly through careful teaching programming (such as training auditory discrimination of diverse stimuli and gains in speech production) [20][21][22] . This last point is controversial and needs further investigation, since the intervention adopted in the study of Lund and Schuele 17 did not demonstrate this capacity of generalization by all participants; however, the number of opportunities for speech production responses during the training phases seems to be a distinction between these studies.…”

Section: Publication Target Procedures Participants Resultsmentioning

confidence: 99%

“…Regarding the participants of these studies (Table 1), between 2 and 10 individuals participated in eight studies [16][17][18][19][20][21][22][23] ; 11 to 20 individuals participated in seven studies 12,14,[24][25][26][27][28] . Seven studies had more than 21 participants 13,[29][30][31][32][33][34] , in which three publications 29,31,33 had hearing participants as direct target of the interventions (e.g., parents, teachers and CI users caretakers) aiming to evaluate its indirect effects on deaf children and CI users' rehabilitation.…”

mentioning

confidence: 99%

“…Regarding the research designs used in the selected studies, most of them adopted experimental designs with between groups measures in 10 studies 13,24,[27][28][29][30][31][32][33][34] and single subject in 11 publications 12,16,17,[20][21][22][23]25,26 . Three studies reported case studies or case series 14,35,36 .…”

mentioning

confidence: 99%

See 2 more Smart Citations

Teaching language components to deaf/hard-of-hearing and cochlear implant users: a literature review

Lucchesi

Almeida-Verdu

2017

Rev. CEFAC

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Cochlear implants are one of the possible ways for Deaf or Hard-of-Hearing (DHH) individuals to detect sounds and as a mean of insertion in the social, academic and work environments. Nevertheless, in many cases, the cochlear implant alone is not sufficient, demanding hearing and expressive language skills rehabilitation to optimize the device used. This study aimed at reviewing scientific articles that described empirical research with interventions and/or teaching methods of various language repertoires to deaf and hard-of-hearing cochlear implant users. The review was carried out in five scientific databases considering all periods. On the first phase, 156 articles were identified and from these, 24 publications were selected. After being read, these articles were categorized and analyzed as to the participants, teaching targets and procedures adopted. On the last stage of the research, 10 experimental studies were selected and analyzed regarding procedures and results, indicating important factors in teaching this population. The results point to the necessity of an increase of scientific production in the construction and evaluation of effective verbal repertoires teaching programs for cochlear implant users.

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Language outcome in children with congenital hearing impairment: The influence of etiology

Dieleman

Percy-Smith²,

Cayé‐Thomasen

2019

International Journal of Pediatric Otorhinolaryngology

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Hear here: Children with hearing loss learn words by listening

Cited by 15 publications

References 58 publications

Phonological Priming in Children with Hearing Loss: Effect of Speech Mode, Fidelity, and Lexical Status

Phonological Priming in Children with Hearing Loss: Effect of Speech Mode, Fidelity, and Lexical Status

Teaching language components to deaf/hard-of-hearing and cochlear implant users: a literature review

Language outcome in children with congenital hearing impairment: The influence of etiology

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